Profile of Digital Competencies of Primary School Teachers in Pekanbaru: A Six-Dimensional Study Based on DigComp-DigCompEdu

Fitria Aristasari; Jesi Alexander Alim; Hendri Marhadi

doi:10.59923/joinme.v4i3.975

Authors

Fitria Aristasari Master in Primary Education, University of Riau, Pekanbaru Indonesia
Jesi Alexander Alim Master in Primary Education, University of Riau, Pekanbaru Indonesia
Hendri Marhadi Master in Primary Education, University of Riau, Pekanbaru Indonesia

DOI:

https://doi.org/10.59923/joinme.v4i3.975

Keywords:

Digital Competence of Teachers, Primary School Teachers, DigCompEdu, Professional Development, Indonesia

Abstract

Technological developments in education require primary school teachers to possess sufficient digital skills to effectively integrate technology into the learning process. Teachers' digital competence is typically assessed as a comprehensive overview, whereas analysis by dimension remains limited. This study aimed to map the digital competence of primary school teachers using six dimensions, based on DigComp 2.2 and DigCompEdu. A descriptive quantitative study was conducted among 120 primary school teachers in Pekanbaru, selected via simple random sampling. Data were collected using a 30-item Likert-based questionnaire (six dimensions, five items per dimension) and analyzed descriptively. The teachers' digital competence fell into the high category (M = 3.81; SD = 0.62), with 74.17% of the teachers falling into the high or very high category. Information and data literacy scored the highest (M = 4.12), while technology-driven problem-solving ability scored the lowest (M = 3.49), only 0.08 above the lower limit of the high category. The originality of this study lies in mapping six DigComp-DigCompEdu-based dimensions among primary school teachers in Pekanbaru. The findings indicate relatively good, but uneven, digital readiness across the different dimensions. This calls for differentiated training focusing on digital safety and solving technical problems.

References

Ábalos-Aguilera, F., Romero-Rodríguez, LM, & Castillo-Abdul, B. (2026). Digital competence of primary school teachers in Andalusia (Spain): A multidimensional analysis based on self-perceptions. Social Sciences & Humanities Open, 13 , 102555. https://doi.org/10.1016/j.ssaho.2026.102555

Aiken, LR (1985). Three coefficients for analyzing the reliability and validity of assessments. Educational and Psychological Measurement, 45 (1), 131–142. https://doi.org/10.1177/0013164485451012

Aini, DFN, & Nuro, FRM (2023). Analysis of teachers' digital literacy as support for primary teacher skills. Basicedu Journal, 7 (1), 840–851. https://doi.org/10.31004/basicedu.v7i1.4744

Aliyyah, RR, Prasetyo, T., & Widyasari, W. (2026). Teachers' perspectives on the implementation of a digital literacy curriculum in primary education. F1000Research, 14 , 1299. https://doi.org/10.12688/f1000research.172273.3

Asfaraini, RA, & Nuroh, EZ (2025). Analysis of the digital literacy of primary school teachers. JIIP - Scientific Journal of Educational Sciences, 8 (7), 7074–7087. https://doi.org/10.54371/jiip.v8i7.8362

Bentri, A., Hidayati, A., & Kristiawan, M. (2022). Factors supporting the digital pedagogical competence of primary school teachers in Indonesia. Frontiers in Education, 7 , 929191. https://doi.org/10.3389/feduc.2022.929191

Bisnis.com. (2020, June 24). Distance learning: Most teachers do not possess optimal skills . https://kabar24.bisnis.com/read/20200624/79/1257034/pembelajaran-jarak-jauh-mayoritas-guru-belum-miliki-kecakapan-optimal

Castañeda, L., & Villar-Onrubia, D. (2023). Beyond functionality: Developing critical digital teaching competencies in future primary school teachers. Contemporary Educational Technology, 15 (1), ep397. https://doi.org/10.30935/cedtech/12599

Faiz, A., Kurniawaty, I., & Hadian, VA (2025). Digital transformation of education: The effectiveness of the use of digital education platforms by primary school teachers in the Arjawinangun district. Journal of Educational Management and Social Sciences, 6 (4), 2876–2886. https://doi.org/10.38035/jmpis.v6i4.4961

Gao, C., Li, Z., & Zheng, L. (2024). Developing and validating a scale to measure the digital teaching competencies of teachers in primary and secondary education. Education and Information Technologies, 29 (9), 10763–10789. https://doi.org/10.1007/s10639-023-12228-z

Gümüş, MM, & Kukul, V. (2023). Developing a digital competency scale for teachers: Validity and reliability study. Education and Information Technology, 28 (3), 2747–2765. https://doi.org/10.1007/s10639-022-11213-2

Haşlaman, T., Atman Uslu, N., & Mumcu, F. (2024). Development and in-depth research into the digital competencies of prospective teachers based on DigCompEdu: a case study. Quality & Quantity, 58 (1), 961–986. https://doi.org/10.1007/s11135-023-01674-z

Ibda, H. (2023). Digital competence of primary school teachers in Semarang: a multivariate analysis. Journal of Integrated Elementary Education, 3 (1), 69–86. https://doi.org/10.21580/jieed.v3i1.16568

Isaac, S., & Michael, WB (1981). Handbook for Research and Evaluation (2nd edition). ITS Publishers.

Ismoyo, YWP, & Bernarto, I. (2024). The influence of the use of information and communication technology (ICT), collaboration skills, and infrastructure support on the digital competence of teachers at primary school XYZ in Jakarta. JIIP - Scientific Journal of Educational Sciences, 7 (9), 10833–10839. https://doi.org/10.54371/jiip.v7i9.5860

Juwairiyah, A., Parisu, CZL, Sisi, L., & Saputra, E. E. (2024). Analysis of the digital literacy of primary school teachers. Innovative: Journal of Social Science Research, 4 (1), 12811–12819. https://doi.org/10.31004/innovative.v4i1.9521

Kartika, R., & Hidayat, R. (2025). Teacher competencies: How does the implementation of digital education work in public primary schools? Pedagonal: Scientific Journal of Education, 9 (1), 97–108. https://doi.org/10.55215/pedagonal.v9i1.25

Munawaroh, I., Ali, M., & Hernawan, AH (2022). The effectiveness of the digital competence training program in improving the digital competence of primary school teachers. Cypriot Journal of Educational Sciences, 17 (12), 4583–4597. https://doi.org/10.18844/cjes.v17i12.8108

Mustika, M., Syahputri, HK, Azzahrah, M., Kharimah, N., and Safaruddin, S. (2026). Digital teacher or analog teacher: challenges in using technology in primary schools. Basicedu Journal, 10 (3), 848-859. https://doi.org/10.31004/basicedu.v10i3.11910

Pappa, CI, Georgiou, D., & Pittich, D. (2024). Technology education in primary education: Addressing teachers' perceptions, perceived barriers, and needs. International Journal of Technology and Design Education, 34 , 485–503. https://doi.org/10.1007/s10798-023-09828-8

Putra, LD, Qur'ani, N., Indrayani, S., & Utami, MF (2023). Teacher competence in the use of information and communication technology in education at Pakel State Elementary School. JGK (Our Teachers' Journal), 7 (4), 803–812. https://doi.org/10.24114/jgk.v7i4.50855

Redecker, C. (2017). European framework for the digital competence of teachers: DigCompEdu (Y. Punie, ed.). Publications Office of the European Union. https://doi.org/10.2760/159770

Sauri, S., Fitriyah, N., Anugrah, DF, Hasan, F., & Zami, NZ (2026). Transformation of primary school learning through teacher digital competence and a deep learning approach. Didactics: Scientific Journal for Primary Teacher Training, STKIP Subang, 12 (3), 351–364. https://doi.org/10.36989/didactics.v12i03.16816

Shatri, V., Ramadani, F., & Lushaj, M. (2026). The role of teachers' digital competence in the learning motivation of primary school students. Frontiers in Education, 11 , 1808477. https://doi.org/10.3389/feduc.2026.1808477

Silvester, S., Purnasari, PD, Saputro, TVD, & Jesica, M. (2023). Analysis of primary school teachers' competencies in the implementation of digital education. Journal of Dimensions of Education and Learning, 11 (Special Issue No. 1), 166–174. https://doi.org/10.24269/dpp.v11i1.8281

Sofyan, S., Habibi, A., Sofwan, M., Yaakob, MFM, Alqahtani, TM, Jamila, A., & Wijaya, TT (2023). TPACK–UotI: The validation of an assessment tool for primary school teachers. Communication in the Humanities and Social Sciences, 10 (1), 55. https://doi.org/10.1057/s41599-023-01533-0

Suzer, E., & Koc, M. (2024). The level of digital competence of teachers according to different variables: a study based on the European DigCompEdu framework in a major Turkish city. Education and Information Technologies, 29 (16), 22057–22083. https://doi.org/10.1007/s10639-024-12711-1

Syahid, AA, Hernawan, AH, and Dewi, L. (2022). Analysis of the digital competencies of primary school teachers. Basicedu Journal, 6 (3), 4600-4611. https://doi.org/10.31004/basicedu.v6i3.2909

Triwahyuni, I., Mulyasari, E., Hendriawan, D., Novia, G., & Aldwaik, R. (2025). Developing teachers' digital competencies in the implementation of the Independent Curriculum in primary schools: a case study at SDN Bandung 1. Kalam Cendekia: Scientific Journal for Education, 13 (1). https://doi.org/10.20961/jkc.v13i1.97013

Tzafilkou, K., Perifanou, M., & Economides, AA (2023). Assessing the digital competence of teachers in primary and secondary education: Application of a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28 (12), 16017–16040. https://doi.org/10.1007/s10639-023-11848-9

Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The framework for digital competencies for citizens – With new examples of knowledge, skills and attitudes . Publications Office of the European Union. https://doi.org/10.2760/115376

Yang, L., Martínez-Abad, F., & García-Holgado, A. (2022). Research into factors influencing the perception of digital competencies by prospective and already working teachers in the Chinese region of Anhui. Education and Information Technologies, 27 (9), 12469–12494. https://doi.org/10.1007/s10639-022-11085-6

Zakariah, F., Salsabila, N., & Restian, A. (2026). Teacher professionalism and competence in the digital age: Efforts to achieve effective learning in limited primary schools. Journal of Elementary School Teaching, 5 (2), 261–275. https://doi.org/10.56855/jpsd.v5i2.2035